NSW Department of Education & Training 8269

2009 Annual School Report High School

NSW Public Schools – Leading the way

Messages P&C and/or School Council message At Chester Hill High School, parents are encouraged to actively participate and communicate within the school environment. To Principal's message allow this to happen, the school and its community supports Arabic, Vietnamese and Pacific Chester Hill High School is a large, diverse, Community Parent Groups as well as the P & C. comprehensive, co-educational school located on Meetings are scheduled for at least once a term, the border of the Fairfield and Bankstown local and these forums provide a much welcomed “two government area. It is opposite the Villawood way” line of communication between the school Detention Centre which has housed some of our staff and parents/guardians. families. The school attracts students from outside the immediate area due to the Intensive English Parents and guardians of students at the school Centre which is part of the school and the good recognise and greatly appreciate the support and reputation of the main school throughout South commitment afforded to them by all the teaching Western . and non-teaching staff at Cheso. The school is proud of its academic, sporting and Mrs F Corish President cultural programs and has been acknowledged at region and state level as a high performing school which has strong links to its local community. The School’s Motto “Strength in Unity, Excellence in Student representative's message Education” reflects the values of the school: safety, respect, learning and belonging. These The Student Representative Council (SRC) is values are symbolised each year in our very made up of members from each grade, 7 through popular and moving ceremonies: our Annual 12. The more senior students take on the extra Multicultural Flag Days. responsibility of prefect. Working together the SRC have organised School Fundraising events Our Positive Behaviour for Learning (PB4L) such as selling roses for Valentine’s Day and Hot program uses our school values to encourage Cross Buns for Easter as well as supporting students to focus on behaviour which supports charity events such as selling merchandise for learning. Our PB4L motto “I am a safe, respectful Bandage Bear Day and the 40 hour famine and learner who belongs at Cheso”, can be seen in World Vision. The SRC also strategise on every classroom. improving the school environment, such as From 2010 – 2013 we will be part of a federal Canteen Surveys and Clean Up Cheso day. Our government initiative called National Partnerships aim is to be the voice of the students at Cheso. for Low SES (socioeconomic status) Schools. Natalie Ambrose President This project will bring considerable teaching and other resources to our school. In Term 4 we worked hard to collect baseline data on the school in order to work out what our National Partnership projects would be: reading development, continued support of students whose language background is not English, student engagement and catering for gifted and talented students. In future Annual School Reports there will be information on these National Partnership projects. I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school's achievements and areas for development. Mrs C Casey Student Representative Council 2009

2 School context Management of non-attendance The school continues to monitor student Student information attendance patterns under the supervision of the Head Teacher Administration, Head Teachers and It is a requirement that the reporting of information Staff. for all students must be consistent with privacy and personal information policies. An attendance report by the Head Teacher Administration, is a formal agenda item at the Student enrolment profile weekly executive meetings. Parents are contacted by phone and/or letters are sent if absences have In February, 2009 including the Intensive English not been explained within 7 days. Our Community Centre (IEC), 1085 students were enrolled; 518 Liaison Officers also contact parents. If necessary females and 567 males. Enrolments included 26 referrals are made to the HSLO (Home School international students, mainly from China. Liaison Officer). A significant number of students continue to enrol in the school directly from the Intensive English Centre (IEC).

Student Enrolment Retention to Year 12 2005 2006 2007 2008 2009 Male 601 609 610 579 567 Of the students sitting for the HSC in 2009, 66.5% Female 559 595 570 566 518 had completed their School Certificate at Chester Hill High School. Although this is 5.1% below our School Enrolments 2008 retention rate, it is 5.5% above the State 1300 1200 retention figures. 1100 1000 900 800 700 600 Retention to Year 12 500 Students 400 300 SC03- SC04- SC05- SC06- SC07 - 200 100 HSC05 HSC06 HSC07 HSC08 HSC09 0 2005 2006 2007 2008 2009 School 66.2 69.6 69.2 71.6 66.5 Female Male SEG 67.6 71.6 67.0 70.9 72.0 State 61.0 61.1 60.8 60.3 61.0 Student attendance profile

The School Attendance rate has continued to improve in 2009 (up 0.2 on 2008). Our overall Proportion Staying On (SC to HSC) attendance rate is 1.2 above the region and 1.6 above the state. Attendance rates for Year 7 to 11 are above both region and state levels 75 however, Year 12 are slightly below the region 70 and state (-1.4 and -1.2 respectively) 65 Throughout 2009, the school has been developing strategies to improve student attendance and 60 engagement in line with regional and state plans. 55

One initiative to be introduced early in 2010 will be 50 the sending of an SMS to the parent/carers of all SC03- SC04- SC05- SC06- SC07 - students absent from school, requesting an HSC05 HSC06 HSC07 HSC08 HSC09 explanation for the absence. School SEG State School Attendance Yr 7-12 92

91

90 89

88 2006 2007 2008 2009 School Region State

3

Post-school destinations Staff information In Year 10, 3 students went to an occupation and It is a requirement that the reporting of information 3 travelled overseas. Two students went to a for all staff must be consistent with privacy and private school, 7 changed public schools, 5 went personal information policies. to TAFE and 4 took up an apprenticeship. In Year 11, 2 students moved interstate, 10 went Staff establishment to an occupation and 5 students went overseas. In 2009 the total teaching and support staff was One student went to a private school, 3 changed 106.9. The composition of the school’s teaching public schools, 9 went to TAFE and 2 took up an and support staff is outlined in the following table. apprenticeship.

In Year 12, one student moved interstate, 4 went to an occupation and 2 students went overseas. Three students changed public schools and 7 Position Number went to TAFE. Principal 1 88.4 % of Year 12 students returned their post Deputy Principal(s) 3 HSC destination survey. Published university Head Teachers 15 offers were made to 52% of our HSC students. Classroom Teachers 61.2 Careers Adviser 1 Yr 12 2009 Destinations Support Teacher Learning Assistance 1.8 Teacher Librarian 1 80 68 70 ESL 4.2 60 Counsellor 2.6 50 School Administrative & Support Staff 40 12.17 30 23 (SASS) 12 14 130 students 130 20 10 3 2 3 3 2 Ethnic Teachers Aide 4 0 Total 106.9 y E k k it r ps r o lege W wo rseas onse TAF eshi p Col eeships c for ve The staff at Chester Hill High School are highly n i O es Univers ai ng r vate r i i T ok No Pr experienced and a significant number of teachers Apprent Lo have over 10 years service at the school. There are also a significant number of early career Year 12 students undertaking vocational teachers (23%) in various permanent /temporary or trade training positions supported by the Head Teacher Mentor. Year 12 students undertaking vocational or trade Staff Retention training: • There were 6 students in Year 12 who In 2009, 97% of the staff was retained from 2008. completed TVET courses. Mr Graham and Ms Edwards retired after long and outstanding careers at Chester Hill High School • 49 students in Year 12 studied VET courses and two teachers transferred closer to home. with 7 of those students studying 2 VET courses. We welcomed new staff in 2009 including a newly promoted Head Teacher in the IEC and 5 • 43% of Year 12 students undertook vocational classroom teachers. or trade training in 2009. Six teachers were also welcomed back from maternity leave during 2009.

Year 12 students attaining HSC or equivalent vocational educational Teacher qualifications qualification All teaching staff met the professional Year 12 students attaining HSC or equivalent requirements for teaching in NSW public schools. vocational educational qualification: • 100% of students in Year 12 2009 obtained a Qualifications % of staff HSC in 2009 Degree or Diploma 75 Postgraduate 25

4 Financial summary School performance 2009 This summary covers funds for operating costs and does not involve expenditure areas such as Achievements permanent salaries, building and major maintenance. Arts • Throughout 2009, students have again Date of financial summary: 30/11/2009 participated in a wide range of artistic and Income $ cultural enrichment programs. Chester Hill High School is committed to providing Balance brought forward 548 993.47 extensive opportunities to develop and Global funds 594 908.24 enhance talent. Tied funds 599 459.57 School & community sources 285 045.57 • The depth of talent at Chester Hill High Interest 22 165.31 School was demonstrated by music students Trust receipts 160 245.38 at the inaugural Year 10 Elective Music Canteen 0.00 Concert. A wonderful program of Total income 2 210 817.54 performances was enjoyed by parents, students and teachers. Expenditure • The HSC Music and Drama Evening Teaching & learning showcased items performed by our Year 12 Key learning areas 187 756.32 and Year 11 Music and Drama students giving Excursions 33 721.85 them the opportunity to perform for family and Extracurricular dissections 70 073.89 friends. All students benefited from the Library 19 559.55 experience of performing their works to a live Training & development 26 772.62 audience prior to their HSC performance Tied funds 436 064.47 exams. Casual relief teachers 143 845.01 • Administration & office 214 853.12 For the first time, Chester Hill High School School-operated canteen 0.00 participated in the Gillawarna Festival. Our Utilities 107 718.01 students were outstanding and played, along with our partner schools, to packed houses at Maintenance 96 833.15 Bankstown Town Hall. The School Choir Trust accounts 155 684.86 worked very hard to learn all the songs for the Capital programs 45 091.82 performances, and the Cheso School Band Total expenditure 1 537 974.67 accompanied the entire Gillawarna Festival Balance carried forward 672 842.87 program led by the Festival Band Co- ordinator, Mr Nguyen. • Twenty Music students from Years 9 – 12, Voluntary School Contributions focussing on singing, attended vocal The School Voluntary Contributions were workshops during Term 3. Experienced tutors $4,776.00 in Year 7, $13,719.90 in Years 8 – 10, from the Conservatorium of Music led the $5,167.00 in Year 11 and $4,050.00 in Year 12. sessions organised by Ms Arnold. Students learnt how to improve their vocal skills and The total contributions received were $27,712.90 had the opportunity to perform at the for Years 7 – 12. Conservatorium with another school at the conclusion of the program. • The Romeo and Juliet Roadshow travelled to Levels of Retained Income Held in Trust two of our local primary schools in Term 4. The company of Year 9 Drama students led The balance includes $236,153 held in Tied by Mrs Forbes, rehearsed for weeks and Funds which are held by the school for specific experienced the effort and energy involved in purposes and $46,128 in Trust Funds which are a live dramatic performance. held at the school but the school does not have access to spend as it desires. That is, the school is the custodian of the money without owning it.

A full copy of the school's 2009 financial statement is tabled at the annual general meetings of the School Council and the P&C. Further details concerning the statement can be obtained by contacting the school.

5 Sport Student Mentoring Programs 2009 was again a very successful year for In 2009, students in Years 9 and 10 again had the Chester Hill High School in the sporting arena. opportunity to be part of a mentoring program. Led by our Sports Co-ordinator, Mr Jones and his Mrs Fields co-ordinated the Year 10 iTrack Cheso Sports Team of teachers, CHHS students Program supported by the Smith Family and Mrs performed well in all carnivals in 2009. We again McNab co-ordinated the Year 9 LEAPS (Law also sent the largest number of competitors to Firms Educating and Assisting Promising South West Sydney Regional carnivals. Students) Program. Each of these programs • Chester Hill High School had 14 teams involved on-going contact in person and involved in the Combined High Schools electronically with students matched to knockout competition in 2009 appropriate mentors. • Three students were successful in gaining We continued our participation in the “100 Faces, selection into Regional Teams: Tennis, Girls 100 Stories” project with the Australian Business Touch Football and Boys Golf. Community Network (ABCN) and our partner company Optus. This was co-ordinated by Ms • Two new sports were introduced in Term 3, Goodwin and Ms Liau. This program, involved Boxercise and Cheso Fitness. Both these mentors working with 10 Year 9 high school sports proved to be very popular across all students and 10 IEC students. They produced a year groups and gave students exposure to work of art, supported by a story about activities which can improve cardiovascular themselves. Their work was formally exhibited at fitness, strengthen muscles and improve co- Optus in late 2009 and will be exhibited at school ordination. in Term 1, 2010. • Throughout 2009, we dominated the Tuesday It became clear just how much all concerned in Zone Sports Program, Carnivals and Gala the mentoring programs gained from the Days at both senior and junior level. Age experience with nearly all mentors being with us Champions and Premierships were celebrated for Flag Day and visiting the school on a number at our Annual School Sports Assembly. of occasions. They were so impressed by our Congratulations to all involved, students, staff students and how much they, as mentors had and families. learned from the program and how impressive our school and students are! Other • Arabic Youth Quiz 2009: Congratulations to Debating and Public Speaking our team: Omar Zreika, Heba Zreika, Mariam • The Sydney Morning Herald Plain English Al Mowail and Mohamed Karaali supported by Speaking Competition was hosted by our Mrs Chmali and Mr Elakkoumi, on coming a school in May. Two of our students, Shane very impressive second in the 2009 Arabic Hughes (Year 10) and Ruth Curmi (Year 12) Youth Quiz. performed exceptionally well with Ruth being • “Histrionics”, an exciting new television quiz one of three students invited to enter the next show that brings history education to life, level of the competition. premiered in May, 2009 on TVS. Our Cheso • Six students from CHHS participated in the “Histrionics” Quiz Team, along with teams United Nations Youth Association of NSW from other schools, were invited to participate Junior Public Speaking Competition: Semisi in the Opening Ceremony at the University of Vaea, Susan Nguyen, Jason Pham, Johnny Western Sydney. Our team was narrowly Le, Kim Bui and Delian Kotevski. These Year beaten by one point when the show was 7 and 8 students spent hours preparing recorded in Term 4 the previous year. speeches on a wide range of topics and • Bastille Day Café: Mrs Mateus and the performed extremely well. students studying French held a very In particular, Semisi Vaea earned a special successful Bastille Day Café for the school commendation by the panel judges for an community in the Library. The atmosphere impressive speech on the global food crisis. created was very “French” and lots of croissants and French pastries were Year 7 Debating Program 2009 consumed. The French students decorated All Year 7 students participated in a 5 week the Library to turn it into a French Café and debating unit in their English classes. Five then worked as waiters serving chocolate representatives were chosen from each class to chaud (hot chocolate), café au lait (coffee with participate in an inter-class debating challenge. milk) and gateaux (cakes). The challenge consisted of a full day of debating with senior debaters acting as mentors and adjudicators for each debate. Talented debaters

6 were identified from this challenge to represent In the School Certificate the performance of the school in the Premier’s Debating Challenge. students is reported in performance bands ranging from Performance Band 1 (lowest) to Debating Competition Performance Band 6 (highest). The school entered teams in the Premier’s Debating Challenge for Years 7 and 8, 9 and 10 Literacy – NAPLAN Year 7 and Year 11. In Reading, Writing, Spelling, Grammar and Punctuation, 91.3% of our students (on average Camps and Excursions across the 4 areas) achieved above Band 4 (the lowest band). This is a 5.8% improvement on the Camps and Excursions included: previous year. Across the state, 82% (on average, • Year 11 travelled to Morisset for the Annual across the 4 areas) achieved above the lowest Crossroads Camp for three days. Teachers band. The average mark achieved by Chester Hill from a range of faculties led small student High School (CHHS) students was above the Like workshops on a range of topics including: School Group (LSG) in Reading +19.4, Writing drug education, risk taking behaviour, social +27.4, Spelling +48.4 and Grammar and relationships and study skills. Punctuation +30. There have been significant • Year 12 Physics students travelled to improvements in all of these areas. Our average Canberra to go to Questacon, ’s mark is also above the State in Spelling (+6.2). National Science and Technology Centre Of the four sections that form the NAPLAN test, where they participated in and researched the order of difficulty for our students is writing, “fun” exhibits as part of an assessment task. grammar and punctuation, reading and spelling. • Year 11 and Year 12 Modern History students Students found reading questions that asked them also attended and visited the Australian War to connect ideas, infer and interpret the most Memorial in Canberra. difficult. • Some of our Year 10 and Year 11 students Percentage of students in bands: attended the “y@uts” day to find out what life Year 7 reading at university is like and to help them decide on 40 future career paths involving university study. 35 30 • Year 12 PDHPE students went on an 25 excursion to the Sydney University Sports and 20 Fitness Centre and experienced two of their 15 HSC modules: Factors Affecting Performance 10 Percentage of students of Percentage and Improving Performance. 5 0 • Year 9 students attended a performance of a 4 5 6 7 8 9 Canadian play, “Cranked”, at the Sydney Band Opera House. Percentage in band 2009 • Students in all year groups had the School average 2007 - 2009 opportunity to attend a “live” dramatic LSG average 2009 performance during 2009. Many of these State average 2009 performances were at the Sydney Opera Percentage of students in bands: House. Year 7 writing 40 Academic 35 30 In the National Assessment Program, the results 25 across the Years 7 and 9 literacy and numeracy 20 assessments are reported on a scale from Band 1 15 to Band 10. 10 Percentage of students of Percentage 5 The achievement scale represents increasing 0 levels of skills and understandings demonstrated 4 5 6 7 8 9 in the assessments. Band

Yr 7: from Band 4 (lowest) to Band 9 (highest for Percentage in band 2009 School average 2007 - 2009 Year 7). LSG average 2009 Yr 9: from Band 5 (lowest) to Band 10 (highest for State average 2009 Year 9).

7 Percentage of students in bands: Year 7 spelling 30 Literacy – NAPLAN Year 9 25 In Reading, Writing, Spelling, Grammar and 20 Punctuation, 81.6% of our students (on average across the 4 areas), achieved above Band 5 (the 15 lowest Band for Year 9). Across the State, 88.2% 10 on average achieved above the lowest band. Percentage of students of Percentage 5 The average mark achieved by students at CHHS was above the LSG in: Reading +11.4, Writing 0 4 5 6 7 8 9 +24.3, Spelling +34.6, Grammar and Punctuation Band +22.8.

Percentage in band 2009 LSG average 2009 Across all four sections, CHHS had an average of State average 2009 7.4% more students in Bands 8, 9 and 10 (the top 3 Bands) compared to the LSG. Percentage of students in bands: Year 7 grammar and punctuation 30 Of the four sections that form the NAPLAN test, the order of difficulty for our students was writing, 25 grammar and punctuation, reading and spelling. 20 In Reading, students found questions that asked

15 them to connect ideas, interpret and synthesise most difficult. 10

Percentage of students of Percentage 5 Percentage of students in bands: 0 Year 9 reading 4 5 6 7 8 9 35 Band 30 Percentage in band 2009 LSG average 2009 25 State average 2009 20 15 10 Percentage of students of Percentage Numeracy – NAPLAN Year 7 5

0 94.4% of Year 7 students at CHHS achieved 5 6 7 8 9 10 above the minimum band. This is slightly above Band the State at 94.3% and a significant +10% above Percentage in band 2009 LSG average 2009 the LSG at 84.4%. State average 2009

37.9% of our students achieved results in the top Percentage of students in bands: 3 Bands, 14.6% more than the LSG. Year 9 writing 35

Percentage of students in bands: Year 7 numeracy 30 35 25 30 20 25

20 15

15 10 Percentage of students of Percentage 10 5

Percentage of students of Percentage 5 0 0 5 6 7 8 9 10 4 5 6 7 8 9 Band Band Percentage in band 2009 LSG average 2009 Percentage in band 2009 State average 2009 School average 2007 - 2009 LSG average 2009 State average 2009

8 Percentage of students in bands: School Certificate Year 9 spelling 35 English – Literacy 30 90.8% achieved in the top 4 bands (15.7% above 25 the school average for the same bands, 75.1%). 20 63.9% achieved in the top 3 bands which is 11.8% above the school average for the top 3 bands and 15 7% above the LSG. 10 Percentage of students of Percentage There has been a noticeable increase in the 5 percentage of students achieving a Band 5, up 0 6.9% on the School Average. 5 6 7 8 9 10 Band Percentage of students in performance bands: Percentage in band 2009 School Certificate English-literacy LSG average 2009 50 State average 2009 40

30 Percentage of students in bands: Year 9 grammar and punctuation 20 35

Percentage of students of Percentage 10 30

0 25 1 2 3 4 5 6 Performance band 20 Percentage in band 2009 15 School Average 2005 - 2009 LSG average 2009 10 State average 2009

Percentage of students of Percentage 5

0 5 6 7 8 9 10 Band

Percentage in band 2009 LSG average 2009 Mathematics State average 2009 68.8% achieved in the top 4 bands which is Numeracy – NAPLAN Year 9 slightly above the school average (+2.8%) but significantly higher (+15.6%) than the LSG 90.6% of our students achieved above the average. minimum band compared to 87.6% in the LSG. 41.3% of our students achieved results in the top 35.8% achieved in the top 3 bands, up 3.4% on 3 numeracy bands. This is 19.5% more than the the school average and a very significant 17.8% LSG. These results show a marked value added above the LSG. improvement when compared with the same Percentage of students in cohort’s Year 7 NAPLAN Numeracy results in performance bands: 2007. School Certificate Mathematics 50

Percentage of students in bands: Year 9 numeracy 40 40 30 35

30 20

25

Percentage of students of Percentage 10 20

15 0 1 2 3 4 5 6 10 Percentage of students of Percentage Performance band

5 Percentage in band 2009 School Average 2005 - 2009 0 5 6 7 8 9 10 LSG average 2009 State average 2009 Band Percentage in band 2009 LSG average 2009 State average 2009

9 Science Australian History, Civics and Citizenship There has been another increase in 2009 in the 73.9% of students at CHHS achieved results in number of students in the top 2 bands (30 the top four bands which is 6.7% above the LSG. students in 2008 up to 41 students in 2009). Compared with the results for 2008, there has 58.8% of our students achieved results in the top been a very significant 16% improvement in the 3 bands which is 8.8% higher than the school number of students achieving Bands 4, 5 and 6. average and an impressive 19.7% above the Percentage of students in LSG. performance bands: Australian History, Civics and Citizenship The number of students in Bands 1 and 2 is 20%. 50 This is 7% fewer students than in 2008. When compared to the LSG for 2009, there are 8.6% 40 fewer students in Bands 1 and 2 at CHHS. 30 Percentage of students in performance bands: School Certificate Science 20 40

Percentage of students of Percentage 10 35

30 0 25 1 2 3 4 5 6 20 Performance band

15 Percentage in band 2009

10 School Average 2005 - 2009

Percentage of students of Percentage LSG average 2009 5 State average 2009 0 1 2 3 4 5 6 Performance band Computer Skills

Percentage in band 2009 School Average 2005 - 2009 In the Computer Skills Assessment, 100% of our LSG average 2009 students achieved in the competent (52.3%) or State average 2009 highly competent (47.7%) bands.

Australian Geography, Civics and Citizenships

Percentage of students in performance 79.1% of our students achieved results in the top band: Computer Skills four Bands (Bands 3, 4, 5 and 6) which is 10.1% 100 above the LSG. 90 80 There has been a 5% improvement in the number 70 of students achieving Bands 4, 5 and 6 compared 60 to 2008. 50 40 There are no students in Band 1 at CHHS. 30 20 Percentage of students of Percentage Percentage of students in performance 10 bands: Australian Geography, Civics and Citizenship 0 Competence Competent Highly 45 Not Competent 40 Demonstrated 35 Performance band

30 Percentage in Band 2009 25 School Average 2006 - 2009 LSG average 2009 20 State average 2009 15

10 Percentage of students of Percentage 5

0 1 2 3 4 5 6 Performance band

Percentage in band 2009 School Average 2005 - 2009 LSG average 2009 State average 2009

10 School Certificate relative performance Katherine Tran ATAR 95.25 and Charles Tweedie comparison to Year 5 (value-adding) ATAR 95.20. These students make up our top five results for the 2009 HSC. Many other students There has been growth in the performance bands achieved excellent HSC results. achieved by students from the Basic Skills Test in Year 5 to the School Certificate in Year 10, 2009 Higher School Certificate Course Summary in Mathematics (+0.7), Science (+1.5), Australian Graphs are provided and show the mean score of History, Civics and Citizenship (+0.1), Australian students in each 2009 HSC course with ten or Geography, Civics and Citizenship (+1.6) and more candidates within the school, the school Computer Skills (+0.8). average 2005-2009, the LSG 2009 (Like School Group) and State mean 2009. Our value adding is markedly higher than the Like School Groups where all subjects are in the English negative. In Advanced English, 94% of our students School Certificate: Relative grow th from Year 5 achieved results in the top 3 bands which is 5% (value-added) above the state. There were no students at CHHS 2.0 in Advanced English in Bands 1 or 2 for the 1.5 second year. 1.0 0.5 Mathematics 0.0 In Mathematics, 44% of our students achieved -0.5 Englis h Mathematics iencSc e AHC&C AGC$C Computer

skills results in the top 3 bands. In Extension 1, 71% of Relative growth Relative -1.0 our students achieved results in the top 2 bands -1.5 and in Extension 2 Maths, 67% achieved results -2.0 in the top 2 bands. The course summary graphs -2.5 of school means for Mathematics show that CHHS is above the School Average 2005 – 2009 School 2009 and LSG in Mathematics and Extension 1 and 2 School Average 2005 - 2009 LSG Average 2009 results are above the school average but below the State.

Higher School Certificate Other Subjects Our results in the 2009 HSC were very good. The Outstanding results were achieved in many HSC is reported in marks and in bands in each subjects. Band 6 results were achieved in: Ancient course, with Band 6 being the highest and History (1), Biology (2), Business Studies (1), awarded to students who score 90 marks or over Chemistry (2), Mathematics (3), Japanese in a course. Band 6 results are listed on the Board Beginners (1) and Japanese Continuers (3). of Studies Distinguished Achievements List. Our Cheso class of 2009 achieved 18 Distinguished The highest band in extension subjects (E4) was Achievement results and in addition our students achieved in: Mathematics Extension 1 (4) and gained 108 Band 5 results, which means they Japanese Extension (1). scored between 80 - 89 in a course, many in fact scoring 88 and 89. HSC Course Summary Graphs In 5 HSC courses in 2009 our students achieved above the State average results. These courses School 2009 School 2005 - 2009 were: Biology, Music, PDHPE, Japanese LSG 2009 State 2009 Beginners and Japanese Extension. 100 90 The Australian Tertiary Admission Rank (ATAR) is 80 an Australia wide measure of comparison. It is a 70 60 measure that adds all a students marks together 50 with weighting for harder subjects. This is the 40 measure that is used to compare students across 30 the country for university admission. Congratulations to Dux of 2009, Natalie Pavlovic who achieved an ATAR of 95.60 meaning she achieved a higher result than 95.6% of the students in the country. Biology Ancient History Ancient Design and Technology and Design (Standard English ) Congratulations also to Jing Yu Cao with an Studies Business Chemistry ATAR of 95.50, Alfred Wong ATAR of 95.35,

11 School Certificate relative performance comparison to School Certificate (value- adding) The following graph shows that students in the School 2009 School 2005 - 2009 LSG 2009 State 2009 high band (that is Bands 5 and 6) have slightly

100 improved value-added results from the School

90 Certificate to the HSC (1.3) compared to the LSG 80 average 2009 (-6.4). 70 In the middle band (which includes students in 60 Band 4) there has been significant value-adding of 50

40 4.5 where the LSG average 2009 is -4.5. Our

30 2009 results are 2.1 above the school average. The low performance band includes students in Bands 1, 2 and 3. These students have achieved value-adding of 2.2 which is above the school average of 1.2 and significantly above the LSG Technology

Information Processes and Processes Information average of -3.0. Legal Studies Legal Mathematics General ) English (Advanced English ) Language Second a as English Geography Average HSC Relative Performance from Year 10 (value-added)

6.0 School 2009 School 2005 - 2009 LSG 2009 State 2009 4.0 100

90 2.0 80 0.0 70 Low M id d le H igh

60 -2.0

50 -4.0 40

30 -6.0

-8.0

School, 2009 School Average 2005 - 2009 LSG average 2009

Minimum standards Mathematics Arts Visual Modern History Modern Culture and Society Mathematics Extension 1 Extension Mathematics Physics The Commonwealth Government sets minimum School 2009 School 2005 - 2009 standards for reading, writing, grammar and LSG 2009 State 2009 punctuation, spelling and numeracy for years 3, 5, 100 7 and 9. 90

80 The performance of the students in our school in 70 the National Assessment Program – Literacy and 60 Numeracy is compared to these minimum 50 standards. The percentages of our students 40 achieving at or above these standards are 30 reported below.

Percentage of Year 7 students in our school achieving at or above the minimum standard in 2009 Examination Information Technology Information Percentage of Year 7 students achieving at

Japanese Continuers Japanese and above minimum standard Reading 90.6

Writing 88.8 Spelling 95.7

Punctuation and grammar 90.1 Numeracy 94.4

12 Percentage of Year 9 students in our school school from Asian and Middle Eastern achieving at or above the minimum standard backgrounds. Interpreters in the main community in 2009 languages are available for parent meetings and the school newsletters are available in Percentage of Year 9 students achieving at translations, as are a number of school and above minimum standard documents. Reading 83.5 Elective ESL classes operate in Stage 5 (Years 9 Writing 80.1 and 10), a Bridging course for new arrivals and Spelling 87.7 international students and ESL English for the Punctuation and grammar 74.9 HSC is offered in Stage 6 (Years 11 and 12). Numeracy 90.6 NAPLAN Literacy data for Year 7 ESL Phase 2 students shows us that 61.5% had a growth rate greater than the expected 50 and in Year 9, 20% had a growth rate greater than the expected 40. NAPLAN Numeracy data indicates that in Year 7, Significant programs and initiatives 69.2% of students had growth greater than 50 and in Year 9, 66.7% had a growth greater than the Aboriginal education expected 40. Whole school programs and the curriculum We have a significant number of refugee students offered at CHHS meet the learning needs of all who have had little or no schooling before arrival. Aboriginal students with a focus on equity and DET funding allows us to run the Refugee community participation. Aboriginal perspectives Transition Program at the school and data from are incorporated throughout the curriculum across this suggests that 100% of students on the all Key Learning Areas and information relevant to program improved in Oral Interaction and Reading Aboriginal students is passed onto students and and 90% improved in Writing as assessed using families by the school Aboriginal Liaison contact. ESL scales. However, many of these students are still well below age appropriate Literacy and Individual Education Plans (IEPs) have been Numeracy levels. developed for each Aboriginal student by the Learning Support Team in partnership with Flag Ceremony students, parents and family. This initiative has th Our 13 Annual Multicultural Flag Celebration saw been received positively in the school community our hall packed to the rafters for our biggest and as students focus on achieving their goals. best celebration ever! Our theme for 2009 was Aboriginal students’ literacy and numeracy “From Little Things Big Things Grow”. We were achievements in the NAPLAN tests showed us joined on the day again by the NSW Governor Her that 50% of our Year 7 indigenous students had Excellency Professor Marie Bashir and her growth greater than 50 in Literacy and 75% had husband Sir Nicholas Shehadie, who are great growth greater than 50 in Numeracy. There was supporters of our school. In excess of 300 only one ATSI student in Year 9. students performed, with more than 200 of these in traditional costumes. A highlight was the Grand The Norta Norta strategy has provided funding for Finale, when performers in traditional dress all tutoring to help improve literacy and numeracy joined with our Dance Group for a spectacular outcomes for our indigenous students. finale dancing in unison. As is tradition, the song “We Are One” was sung by the whole school Multicultural education community during each ceremony. As Mrs Fields, Chester Hill High School is a multicultural school the leader and co-ordinator of Flag Day wrote in where cultural diversity is recognised and the program “We affirm for ourselves that we are celebrated. We sincerely aim to live our motto: happy and proud Australians, who can recognise “Strength in Unity, Excellence in Education”. Our with equal pride the diverse parts of the globe students, teachers and families have a pride in from which we have come. We also know that we our school that is evident in everything we do. respect each other’s differences and take joy in each other’s cultural pride”. Aspects of multicultural education are evident in planning and programming across all Key Respect and responsibility Learning Areas. Classroom activities encourage cultural understanding and the appreciation of The Positive Behaviour for Learning (PB4L) cultural differences. strategy continued in 2009. Banners displaying the school slogan: “safe, respectful learners Enrolments of students from a language belong at Cheso” were displayed in each background other than English (LBOTE) were classroom, the school hall and the main 85% in 2009 with the largest communities in the

13 quadrangle. Explicit lessons were taught to all all contributed in some way to school students on the four key areas: safe, respectful, improvement. The funds provided by PSP allow learner and belongs. PB4L was a focus of the the school to focus on providing opportunities for Year 7 Introduction to High School strategy. Circle students to build their learning potential in a of Respect posters were also displayed with the school that has strong standards and high focus, “give it/ get it!” expectations. By working together as a school community, we have achieved continual school The Mind Matters Team incorporating the Anti- focus on our school motto of ‘Strength in Unity, Bullying Team continued to inform and train the Excellence in Education’. The Video Production, school community in recognising bullying ‘From Little Things Big Things Grow’ (a visual behaviours, who to go to for help and the literacy strategy funded through PSP) was a consequences for bullying. The school community th highlight of the 13 Multicultural Flag Ceremony was informed of how advances in technology and reinforced the significance of the Flag Day have led to a change in the methods of the bully Ceremony to our school culture and our Positive and cyber bullying. A NSW Police Youth Liaison Behaviour for Learning strategy, and our slogan, Officer presented a session to students on cyber ‘safe, respectful learners belong at Cheso’. bullying, including cyber stalking and other cyber dangers. The Middle Band Team project continued as an exemplary teacher professional learning model Our students have been actively involved in with a focus on improving extended response community service through the numerous answers in the School Certificate and HSC by activities organised by the Student Representative utilising explicit quality criteria scaffolding. Pre- Council (SRC). Some of the events the SRC have testing, explicit teaching and learning followed by co-ordinated include: Gold Day for the Children’s post testing indicates significant improvement. A Hospital, Pink Ribbon Day, Jeans for Genes, Red revised edition of the ‘Verbs’ Booklet featuring Nose Day and Harmony Day. Senior students sample HSC and SC examination questions with have also been regular Red Cross Blood Donors. sample answers across a range of performance bands in all Key Learning Areas was produced. Other programs 2009 School Certificate results show a significant Intensive English Centre (IEC) improvement in the number of students achieving in the top 3 bands in English, Maths, Science, Chester Hill Intensive English Centre has been History and Geography. supporting newly arrived migrant and refugee students and their families since its establishment The PSP staffing supplement was used to fund a in 1978. The IEC provides students who are number of positions in the school. The purpose of learning English as a second language with this initiative is to improve literacy and numeracy appropriate support to develop their English outcomes and to have more students achieving at language and literacy skills so that they are able and above the minimum standards. This to fully participate in schooling and achieve supplement also allows us to fund specific equitable educational outcomes. programs such as the intensive literacy/reading and intensive numeracy strategies. The IEC’s teaching and learning programs focus on students learning English in context and across In 2009 the Numeracy Team continued to work the curriculum so that they acquire the English with one of our major feeder primary schools to language skills to effectively transition to high improve numeracy outcomes for students in Stage school. 3 and Stage 4. In addition to teaching the English language, the Improving communication and community IEC provides support to students and their participation continued as a focus area and the families through specially trained counsellors and school again employed three Community Liaison bilingual staff who run programs to assist students Officers (CLOs) to enhance the partnership and their families in settling in Australia. between the school, parents/caregivers and the community. Arabic, Vietnamese and Pacific At the end of their term at the IEC, students are Community Parent group meetings were held and assisted in enrolling in their local high school, or interpreters were provided in the main community other educational institutions such as TAFE. languages at all information sessions, meetings and Parent/Teacher evenings. The school newsletter, ‘Cheso News’ was also translated into Priority Schools Program (PSP) the main community languages. A large number of initiatives with a focus on literacy, numeracy, participation and engagement were funded during 2009 through the Priority Schools Program or PSP. These initiatives have

14 Progress on 2009 targets Target 3

Head Teachers and co-ordinators worked with To increase the number of students (in Years 7 teachers to incorporate strategies into faculty and and 9) who achieve in NAPLAN NUMERACY at team plans. Throughout 2009, Head Teachers minimum or above from 93% in 2008 to 94%. reported at executive meetings on how targets were being addressed in their faculties. Using Our achievements include: targets, we are actively encouraging teachers to • 94% of students in Year 7 are achieving at or reflect on how they explicitly demonstrate and above the minimum standard in NAPLAN share quality teaching and learning practices that numeracy. will lead to improved student and learning • outcomes and performances in state wide tests. 91% of students in Year 9 are achieving at or above the minimum standard in NAPLAN numeracy. Target 1

To increase the number of students (in Years 7 and 9) achieving in NAPLAN LITERACY at a minimum or above from 89.5% in 2008 to 92%. Target 4 To increase the number of students (in Years 7 Our achievements include: and 9) who achieve in NAPLAN NUMERACY • 93% of students in Year 7 are achieving at or above minimum and proficient bands (top 4 above the minimum standard in NAPLAN bands) from 68% in 2008 to 70%. Literacy. This is up from 90% in 2008. Our achievements include: • 83% of students in Year 9 are achieving at or • 66.5% of Year 7 students achieved above above the minimum standard in NAPLAN minimum and proficient bands (top 4 bands) Literacy. in overall NAPLAN NUMERACY. • Head Teachers and Co-ordinators have • 66% of Year 9 students achieved above developed increased skills in the use of minimum and proficient bands (top 4 bands) SMART data in their faculties. in overall NAPLAN NUMERACY. • Target 2 49% of Year 7 students are achieving at Band 6/7 compared to the state at 46%. To increase the number of students (in Years 7 and 9) who achieve in NAPLAN LITERACY above minimum and proficient bands (top 4 bands) from 66.5% in 2008 to 68.55%. Target 5 Our achievements include: • 71% of Year 7 students achieved above To increase retention rates from 71.6% in 2008 minimum and proficient bands (the top four to 72% and to increase attendance from 91% bands) for overall Literacy in NAPLAN. in 2008 to 91.5%. • 11% of Year 7 students are achieving at the Our achievements include: proficient level (Bands 8 and 9). This is up • 66.5% retention rate from School Certificate from 6% in 2008. 2007 to the HSC 2009 (5.5% above the • 54% of Year 9 students achieved above State). minimum and proficient bands (the top four • 91.3% school attendance rate in 2009 an bands) for overall literacy in NAPLAN. increase of 0.3%. However, the following year • 9% of Year 9 students are achieving at the groups had an attendance rate above 91.5%: proficient level (Bands 9 and 10). This is up Year 7 93.2%, Year 8 92.4% and Year 10 from 7% in 2008. 92.3%. • A slight improvement in the attendance rate for Stage 5 (Year 9 and 10 average = 91.2%)

15 Key evaluations Future directions It is a requirement for all NSW public schools to In 2010, we will employ as part of the National conduct at least two annual evaluations – one Partnership for Low SES school communities, a related to educational and management practice Deputy Principal: Teaching and Learning to lead and the other related to curriculum. In 2009 our and manage the full implementation of the Quality school carried out evaluations of Quality Teaching Teaching Framework across all KLAs. and Literacy – Reading focus. Strategies to improve learning outcomes such as the Middle Band Quality Teaching Strategy will Educational and management practice continue to assist teachers in the development of Quality Teaching explicit quality criteria scaffolds. Teacher Professional Learning opportunities will be provided such as workshops on Quality Teaching Background for Assessment and Quality Teaching – During Term 4, 2009 a team was formed to Numeracy. The implementation of the Quality produce a School Situational Analysis Report in Teaching Framework across all KLAs will be preparation for the National Partnerships for Low continued. Socio Economic School Communities. The development of this Situational Analysis involved Curriculum the collection and analysis of data. Surveys were conducted across the school community with the Literacy – Focus on Reading teaching staff being surveyed on Quality Teaching. Background Our school promotes a culture of continuous Findings and conclusions school improvement and improved learning The survey results indicated that staff have a opportunities for students, staff and community working knowledge of the domains of the Quality members. The School Evaluation Team Teaching Framework. In the 3 domains of the developed and conducted surveys with students, Quality Teaching Framework, the following parents and teachers to gauge opinions about significant findings suggest: Literacy with a focus on Reading. • 95% of staff are aware of and use higher order questioning techniques. Findings and conclusions • Reading habits (parent survey): Results • 95% of teachers use and explain subject suggest parents feel that their children are specific language. mainly “average” in terms of their reading and frequency of reading at home. They reported • 95% of teachers encourage students to that they value reading and that they read at question and analyse knowledge and home in a variety of languages including information. English. Parents reported that they felt that Quality Learning Environment their children best learn to read by working on • 100% of teachers always/mostly communicate their own rather than with others. 66 of the 77 high expectations. surveyed (86%) reported that their children read as part of their homework. Strong • 100% of teachers create an atmosphere of support was reported by parents for the use of mutual respect and support. ICT (e.g. Interactive Whiteboards, computers) • 65% of teachers report that disruption to support reading with 48 of the 77 (62%) rarely/never adversely affects their lessons. selecting good or excellent as an effect on reading. Significance • 95% of staff clarify the purpose of each lesson • Reading habits (student survey): 254 students with students. completed the survey. Results show widespread positive attitudes to reading: 92% • 95% of staff always/mostly plan lessons to of students indicated that they liked reading, incorporate real life contexts or problems. 86% thought they were capable readers while • 95% of staff always/mostly provide 80% thought their teachers viewed them as opportunities for students to ask clarifying capable while 81% said that their other family questions. members thought they were capable readers. Interestingly, only 48% liked reading at school Staff acknowledge that there are not many and 54% indicated that they best learned opportunities for students to negotiate their reading on their own as opposed to working learning and/or goals and learning strategies. with others.

16 • Learning environment to support reading Professional learning (teachers): Of the 12 strategies surveyed, 7 were reported as being used extensively while Professional Learning is a necessary adjunct to 5 were not. High use of the following the implementation of the school plan. All school strategies to support reading were reported: staff (teaching and non-teaching) have actively word banks, variety of text types, work participated in Professional Learning activities in samples, literacy games, dictionaries, explicit 2009. The five designated school development teaching and scaffolding. Low use of the days focused on areas identified in the school following strategies were reported: management plan: literacy and numeracy, the sound/spelling charts, classroom layout to Digital Education Revolution and technology, support small group work, hands-on display promoting positive behaviour for learning and table/boards, personal dictionaries and quality teaching and learning. thesaurus. Teacher Professional Learning (TPL) priority areas were: Quality Teaching, Literacy and Future directions Numeracy, Beginning Teachers, Syllabus • Focus on reading development using targeted Implementation, Welfare and Equity, Use of ICT high leverage strategies which are research for Teaching and Learning and Leadership and based, for example: Career Development. − Self assessment – structured, repeated All teaching staff have completed the DASA (Data reading programs Analysis Skills Assessment) survey and − Quality feedback professional learning strategies were investigated − Self-verbalisation – meta-cognition to assist the Executive Team in improving strategies analysis of data by teachers. • Increased use of ICT in classrooms, We will continue to assess the ICT professional especially IWBs and laptops in classrooms. learning needs of teachers and will use online tools such as CLAS (Connected Learning • TPL to support effective use of ICT in Advisory Centre). classrooms to support learning outcomes. The average expenditure per teacher on • Increased use of explicit strategies to support professional learning at the school level was $699 Reading in classrooms, especially “high in 2009. effect” strategies.

• Higher Order Thinking Skills explicitly taught to address issues around interpretation and synthesis in reading. School development 2009 – 2011 • Focus on sustained writing systematic and Targets for 2010 explicit teaching and learning. Target 1 To increase the number of students (in Years 7 Parent, student, and teacher satisfaction and 9) achieving in NAPLAN LITERACY at In 2009 the school sought the opinions of parents, minimum of above from 88% in 2009 to 94%. students and teachers about the school. Learning Strategies to achieve this target include: Environment Surveys, Staff, Student and • Smart Data TPL for Executive when NAPLAN Parent/Community Surveys on reading habits results arrive at school. were circulated and the findings have been reported in the Curriculum section of this report • Executive to train all teachers in practical under Literacy – Focus on Reading. application of SMART data in classroom planning, teaching with a specific focus on The Teaching Staff also completed the Quality KLA specific item analysis. Teaching Survey and the findings have also been reported in the 2009 Annual School Report. • Development of faculty plans to implement In 2010, the School Evaluation Team plan to use school targets. some of the DET survey instruments including the • Refugee Transition Program Literacy DET Survey Monkey to gather data such as Strategy. School Map and Quality of Life at Chester Hill High School. • IEC Refugee Homework Centre. • Individual Learning Plans for Refugee Students at the IEC and High School.

17 • Explicit teaching of NAPLAN format and Our success will be measured by: requirements in all faculties. • Improved reading skills. • Identification of areas of particular needs, • Reading related to subject content. incorporating strategies in teaching and learning activities (using SMART data to • Students reading for enjoyment. identify areas) by all faculties. • Students rewarded and encouraged to read • Review Stage 4, 5 and 6 programs in all KLAs and extend themselves. to make units more relevant and engaging, • incorporating reading specific lessons and Increased borrowing from school library. activities. • Students demonstrate improved writing skills Our success will be measured by: and reading for meaning. • 6% decrease in the number of students who • Technology – reading from computers – achieve in low band in literacy NAPLAN tests. interactive classroom stimulates visual • Evidence provided that strategies were literacy. implemented and evaluated. • Students improve use of high order thinking • Number of targeted students attending and skills. remaining in education. • Increased teacher awareness of good practice • Increased skills in and use of SMART data in in the teaching of reading. faculties.

• Faculty programs and units of work having embedded literacy strategies and skill development. Target 3 Target 2 To increase the number of students (in Years 7 To increase the number of students (in Year 7 and 9) achieving in NAPLAN NUMERACY at and 9) achieving NAPLAN LITERACY above minimum or above from 92.5% in 2009 to 95%. minimum and proficient bands (top 4 bands) from 62% in 2009 to 70.5%. Strategies to achieve this target include: • Analysis of data and the identification of Strategies to achieve this target include: weaknesses (Number, Data, Measurement, • Reading regularly in lessons. Geometry/Space). • Reading aloud – pairs of Peer Mentoring, • KLAs incorporate teaching strategies in their Reading Logs. teaching programmes to address areas of • Develop language based resources to extend concern. students vocabulary and literacy skills in each • Incorporation of numeracy in connected faculty. projects and teaching programmes for Year • More books given as prizes to students. Book 5/6 students at Chester Hill North Public vouchers. School and Villawood North Public School. • Ensure reading materials are aimed at Our success will be measured by: students interests and needs. • SMART DATA results indicate increase in students (in Years 7 and 9) achieving at • Focus on sustained writing, systematic and minimum or above. explicit teaching and learning.. • Follow up analysis of project data for STUN 1 • Explicit teaching of reading and ICT skills and with Chester Hill North Public School and critical literacy in relation to using technology. STUN 2 with Villawood North Public School. • Explicit teaching of higher order thinking skills to address interpretation and synthesis in reading.

• Teacher Professional Learning to support staff and increase awareness. • Establish external partnership with a University and .

18 Target 4 • Subject selection Information/Processes to be reviewed. To increase the number of students (in Years 7 and 9) who achieve in NAPLAN NUMERACY • Work Experience for all Year 10 students, 9B above minimum and proficient bands (top 4 students and Year 11 Bridging students. bands) from 66% in 2009 to 72%. • Accurate school and class roll marking. Strategies to achieve this target include: • • Encouraging participation in Maths Intervention strategies to include: student and competitions. parent interviews, involvement of HSLO, CLOs. • Monitoring NAPLAN results over time and • reporting to staff. Attendance data to be reviewed each week at Executive Meetings and linked to Senior • Identifying areas of weakness from NAPLAN Review Panel for Years 10-12. results for targeted teaching of numeracy • skills. Curriculum accommodation workshops to increase student access to curriculum. • Development of Numeracy resource posters • across KLAs e.g. graph posters, pie/column PB4L to promote and reward positive etc. behaviour. • • Introducing a Numeracy section in the Consider curriculum options and structures for newsletter to help parents understand what targeting students including refugee students, students are doing so they can help their late-to-school students and students at risk. children. • Facilitate classroom/student centred action • Challenge questions competition – students to research. win a prize. • Investigate online learning modules for GATs Our success is measured by: students. • Greater number of students entering external Our success will be measured by: Maths competitions. • Increased numbers of students in Years 11 • Improved NAPLAN NUMERACY results Year and 12. 5  7 and Year 7  9. • Increased use of alternate pathways/industry • Improvement in specific NAPLAN links to extend learning opportunities. NUMERACY areas relating to posters. • Increased completion rates in fulltime education post 15 years. Target 5 • Improved transition to high school by IEC To increase retention rates from 66.5% in 2009 students. to 72.5% in 2010. To increase attendance from • 91.3% in 2009 to 92% in 2010. Improved community and industry links/participation. Strategies to achieve this target include: • • Accessible curriculum link to VET course and Decreased whole day and partial truancy. TAFE (Construction, Retail, IT, Business • Increased attendance in Stage 5. Services). • Increased student engagement in learning • Appointment of Head Teacher Engagement. and school activities as evidenced by various • Strengthen links to outside agencies. student surveys e.g. “Quality of School Life”. • • Student Review Program – link to after school Increased teaching and learning time leading Learning Homework Centre. to increased learning outcomes. • • HSC Tutoring Program. Increased engagement of LBOTE students. • • Mentoring of ex-IEC students, Bridging Meeting the learning needs of gifted and Course, ESL help/homework centre/tutoring talented students. program. • Individual career development plans for student pathways. • Create community and industry links e.g. Optus.

19 About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development. Mrs. C. Casey Principal Mrs. N. McNab Deputy Principal Mrs. M. Liau HT IEC Mrs. C. Mateus HT Administration Mr. M. Milne HT Administration Mr. L. Jones Sports Co-ordinator Mrs. D. Howard SASS Mrs. F. Corish Parent Miss N. Ambrose Student

School contact information Chester Hill High School Kenward Avenue, Chester Hill NSW 2162 Ph: 9644 1099 Fax: 9743 7174 Email: [email protected] Web: www. chester hil-h. school s.nsw.edu.au School Code: 8269 Parents can find out more information about Annual School Reports, how to interpret information in the reports and have the opportunity to provide feedback about these reports at: http://www.schools.nsw.edu.au/asr

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